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STATE OF LOUISIANA 

Department of Education 



OUTLINE OF MONTHLY 

Parish Teachers' Institutes 

(ONE AND TAYO-DAY MEETINGS) 



For the Session 1909-1910 



OMITLED UNDER THE DIREtTlON OK 



The Board of State Institute Managers 



L. j. ALLEM AN, State LvstiTute Conductor 



V 



BATON rouge: 

The New Advocate, Official Journal 
1909 



STATE OF LOUISIANA 

Department of Education 



OUTLINE OF MONTHLY 

Parish Teachers' Institutes 

(ONE AND T^VO-DAY MEETINGS) 



For the Session 1909-1910 



COJIPII.ED UNDER THE DIRECTION OF 



The Board of State Institute Managers 



L, J. ALLEMAN, State Institute Conductor 



BATON ROUGE 

The New Advocate, Official Journal 

1909 






'■7 



THE EFFICIENT WORKER. 



All employees pay more or less for superlntendencj^ and inspection. 
That is to say, a doUar-a-day man would receive two doxlars a day 
were it not for the fact that some one has to think for him, look 
after him, and supply the will that holds him to task. The result 
is that he contributes toward the support of those who superintend 
him. Make no mistake about this; incompetence and disinclination 
require supervision, and they paj^ for it, and no one else does. The 
less you require iooking after, the more able you are to stand alone 
and complete j'our tasks, the greater your reward. Then if you can 
not only do your own work, but direct inteliigentlj' and effectively 
the efforts of others, your reward is in exact ratio, and the more 
people 3"ou direct, and the higher the intelligence you can rightlj'' 
lend, the more valuable is j^our life. The Law of Wages is as sure 
and exact in its workings as the Lsiw of the Standard of Life. You 
can go to the very top, and take Edison for instance, who sets a 
vast army at work — and wins, not only deathless fame, but a fortune, 
great beyond the dreams of avarice. ' And going down the scale you can 
find men who will not work for themselves, and no one is able to make 
them work, and so their lives are worth nothing, and they are a tax 
and burden on the community in which they live. Do your work so 
well it will require no supervision; and bj' doing your own thinking 
you will save the extra expense of hiring some person to think for 
you. — From Contemplation, Elbert Hubbard. 



D. Of D. 

JUL 6 ^910 



a GENERAL STATEMENT. 

■-^ 

To Superintendents and School Boards: 

While there has been a great fermentation in the teaching force of 
the country during the past twentj'-five years, and Louisiana has been 
no exception to the rule, it can be said without reflecting upon the 
good work of the past that no factor has contributed so much to the 
remarkable improvement of the teaching force in Louisiana during 
the past few j'-ears as have the Teachers' Institutes, State and local, 
and the Summer School. 

At one time in the development of our schools the institutes and 
summer schools alike directed their main efEorts to the professional 
content of the teacher's training, and almost ignored the academic 
subjects. Gradually the summer schools have extended their courses, 
and last summer the term was extended to nine weeks, making it 
possible for teachers to take courses which will count toward gradua- 
tion in any of the State institutions, and in Tulane University. 

That Louisiana has in its teaching corps a large proportion of 
earnest men and women who are on the alert and anxious to improve 
their scholarship is attested by the fact that one thousand teachers 
alreadj^ holding valid first grade certificates attended the nine- week 
summer schools just closed and took college courses in academic and 
professional subjects. Altogether there were about three thousand 
teachers in attendance upon the summer schools. When it is consid- 
ered that there are only six thousand public school teachers in the 
State, and about 25 per cent of these are from other states, the suninxer 
school record of 1909 shows that 60 per cent of all native Louisiana 
teachers attended some summer school somewhere. 

The eminently satisfactorj' attendance and work of the summer 
schools of the past season have convinced the State Institute Board 
that in the future its main efforts should be directed toward the 
extension and improvement of the summer schools to the end that no 
teacher shall in the future be compelled to go beyond the borders of 
the State to .pursue the stud3^ of any subject whatsoever — professional 
or academic. 

THE CURTAILMENT OF ONE-WEEK INSTITUTES. 

In order, therefore, to lay more emphasis upon the summer schools 
it will be necessary, in the future to reduce the number of one-week 
institutes and to depend upon the good work of the monthly parish 
institute to look after the professional development of the teachers 
of the State. The State will also look to the monthly institute to 
arouse the enthusiasm and ambition of the teachers of the different 
parishes. Many a teacher has been induced to go to the State Normal 



4 

School, to the Teachers' College of Louisiana State University or 
Tulane as a result of the inspiration received at the one-week institute. 
The monthly institute will in the future be expected to give this inspi- 
ration; it will also be responsible for the work formerly done at the one- 
week institute.. 

The value of conventions for the purpose of discussing matters of 
vital importance to the persons attending was recognized centuries 
ago. The present century recognizes their value, and we hear of 
conventions of governors, of good roads conventions, lakes-to-the-gulf 
conventions, farmers' conventions, bankers' conventions, etc. 

The teachers' institutes are conventions where teachers discuss the 
problems of vital interest to them, and as long as the world progresses 
just so long will there be necessity for the institutes in order that 
the teachers may keep abreast of the progress of the world, and 
especially of the teaching wor:d. School teaching is not the same 
that it was fifty years ago; and fifty years hence it will not be the 
same it is to-day. The reason for this is plain: There have been 
certain changes in industrial and economic conditions which the schools 
have to recognize, and these changes will probably contnue for some 
time to come. 

MONTHLY PARISH I rN'STITUTES, SIGN OF PROGRESS. 

While it does not necessarily follow that a parish is unprogressive 
because it does not hold monthly parish institutes, the records show 
that, as a rule, monthly institutes have been and are being he:d reg- 
ularly in the most progressive parishes of the State. The records 
show that the parishes which are "doing things" — parishes which are 
paying the highest salaries and requiring the highest qualifications of 
their teachers; the parishes which have the best organization and have 
voted and are voting special taxes; in a word, the parishes which 
have been the most active and alert are the parishes which have held 
their teachers to a strict account for attendance upon the monthly 
parish institute.?, as provided for by law. A moment's thought will 
convince one that the parish institute is for the teachers of the parish 
what the faculty meeting is to a well- organized school; they are both 
indispensable, and school boards and school superintendents should act 
accordingly. 

The State Institute Beard has decided to emphasize academic and 
professional training in the summer schools in the future. This will 
necessitate a reduction in the number of one-week institutes and leave 
a distinct field of operation for the parish institute. We want to 
urge upon the parish superintendents the wisdom of continuing and 
improving the good work of these local meetings, and in cases where 
the local conditions do not permit of holding meetings at one central 
point, we urge the establishment of institute districts as provided for 
by the institute law. This plan would overcome the ten-mile limit 
law, and at the same time give everj' teacher of the parish an oppor- 



tunity to get the benefit of the work mapped out for her professional 
advancement and for the improvement of tlie schools. 

To this end we urge the parish superintendents and school boards 
to provide for the holding of monthly institutes; and we urge the 
parish superintendents to order a conserA'ative number of Reading Cir- 
cle books to enable their teachers to do the work and to require that 
the work be done in accordance with the institute law of the State. 
The success of this work will depend almost entirely upon the direc- 
tion of the work by the parish superintendent and the encouragement 
received from the local school authorities. 

T. H. HARRIS, State Superintendent; 

J. B. ASWELL, President State Normal School, 

State Board of Institute Managers. 
L. J. ALLEMAN, State Institute Conductor. 
Baton Rouge, La., August 2, 1909. 



READING COURSE FOR 1909-10. 
Division A: 

Monroe's Brief Course in the Historj- of Education (for teachers 
of high schools and grammar grades in graded schools). Price 
to teachers, $1.10. 

Grammar and its Reasons (for high school teachers only). Price, 
$1.25. 

Division B: 

Reading in the Public Schools, Briggs & Coffiman (for all teachers 
of primary grades and rural schools). Price, 90c. 

Nature Study and Life, Hodge (for all teachers of elementary 
grades). Price to teachers, $1.25. 

General: 

Van Dyke's Essays in Application (for all teachers of the parish). 
Price to teachers, $1.25. 

DEPOSITORY. 

Mr. George S. Whitworth, 13 8 East Boulevard, Baton Rouge, La., 
has been appointed as depositor y and the books may be obtained 
through him. They will be shipp ed on consignment to parisli superin- 
tendents. 

SUGGESTIONS TO SUPERINTENDENTS AND MANAGERS. 
The State Courses of Study. 

As you are aware, the State has adopted two new courses of 
study; one for elementary schools and one for high schools. These 
courses have been carefully worked out by competent committees and 



they indicate what books have been adopted, when and how to use 
them. Tile method of procedure in teaching the different subjects has 
received liberal treatment in each course. Without a comprehensive 
knowledge of the contents of the courses of study the teachers of 
the State can neither follow the courses intelligently nor systematically. 

For this reason a part of the one-week institute work has been 
devoted to the study of the courses of study in order to prepare the 
teachers to organize their schools in accordance therewith. 

We strongly recommend that Friday and Saturday preceding the 
opening of schools be devoted, in each parish, to the study of the 
State Courses of Study as the only means of organizing the schools 
of the parish in accordance with the new courses. Two days spent in 
this way could be counted as two meetings of the parish institute, and 
the result to the parish would more than repay the effort put forth. 
Unless the ' courses of study be discussed and understood before the 
opening of schools, the work of the entire session will suffer as a 
consequence. 

1. These meetings should be presided over by the institute manager 
— the parish superintendent — or other person appointed by the parish 
superintendent. The institute manager should be assisted by such 
teachers, and others, as may be prepared to conduct lessons, discus- 
sions, etc. 

2. If the programs are too long, select such numbers as are best 
adapted to the needs of the teaching corps of the parish. However, 
teachers should studj'- the subjects assign-ed, and an effort should be made 
to complete the programs as presented in the pamphlet. To better 
adapt the program to local needs, one number ("Department Meetings") 
is to be selected by the institute. 

3. Every teacher should have access to the books of the Reading 
Course for 1909-10. No progressive teacher can afford to neglect this 
work, even in parishes where no local institiites are held. 

4. Where the parish is large it should be divided into association 
districts, with meetings on different dates during the month. In this 
way no teacher would have to travel a great distance, and the parish 
superintendent could conduct all of the meetings, or at least be present 
at the most of them. 

5. Do not have a series of papers read. The surest way to destroy 
interest in a meeting is to have teachers sit and listen to a number of 
"prepared papers." Let the discussion be animated. Those assigned 
subjects should carefully prepare them in advance, and the teachers of 
the parish should study the lessons assigned in order to make the 
meeting interesting. 

6. The work of directing the discussions in the different subjects, 
or numbers, should be assigned to different persons. These assign- 
ments should be made at least one meeting in advance. 



7. It is hoped that each teacher T\ill make special efforts to place 
a library in her school, organize a "School Improvement Association," 
to use the State Course of Studj- where not already in use, to improve 
the schoolhouse and grounds, and to introduce a school garden and 
agriculture. Send photographs of improved houses and' grounds to the 
State Superintendent. 

S. On account of the curtaiiment of the one-week institutes the 
State Institute Conductor will be in a position to accept many more 
invitations to attend local institutes than has been possible in the past. 

9. A repoi-t of each parish institute meeting- should be sent 
to the State Institute Conductor. This is important, as these reports 
are tabulated for the Biennial Report, and unless each meeting be 
reported, the record of the parish will be incomplete. 

The blank form for the report is given herein, and each institute 
district should have a separate report in parishes which are divided 
into districts, and the report should be signed hy the manager of the 
institute district or by the parish superintendent. 



LAW CONCERNING THE MEETINGS OF THE ONE-DAY PARISH 
TEACHERS' INSTITUTES. 

(Sections of Act 81 of 188S. See, for other institutes and summer 
schools, Act 214 of 1902, and Act 167 of 1904.) 

Section 34. Be it further enacted, etc., The parish superintendent 
maj- devote the first Saturday of each month, during the time the 
common schools are in session in the parish, to holding institutes for 
the improvement of teachers in their qualifications and methods of 
teaching-, and for the discussion of topics pertaining to the advancement 
of the public school interest in the parish. 

Section 3.5. Be it further enacted, etc., That the teachers shall be 
notified of the time and place of the monthly institute meeting. Teachers 
failing- to be present, or to take such part in the exercises as the super- 
intendent may assign or designate, shall forfeit one day's salary (which 
forfeited sa;arj^ shall be paid to the parish institute fund), unless a 
good and sufficient reason for such failure to attend shall be given in 
writing to the parish superintendent within ten days thereafter. No 
teacher shall be bound to attend the institute who, to do so, shall have 
to travel a greater distance than ten miles each way, and otherwise 
than by land. 

Section 36.. Be it further enacted, Three hours' work shall be 
required to constitute a legal session of one institute, and the parish 
superintendent shall forfeit five dollars for each institute that he fails 
to conduct, as required hy this act, unless physically unable to attend, 
or for other sufficient excuse, to the satisfaction of the school board. 

Section 37. Be it further enacted, etc., These institutions may re- 
ceive as members, honorary or active, the members of the board, all 



officers, and any citizen of good moral character as may desire to be- 
come a member, subject to the rules and regulations, and to the pay- 
ment of such dues and fines as may be imposed by a quorum of the 
said institutes. 

Section 38. Be it further enacted, etc., That each parish super- 
intendent, upon the assembling of the teachers' institute of his parish, 
shall caiise a roll of members to be prepared, which roll shall be called 
at least twice a day during the session of the institute, and all absen- 
tees shall be carefully marked. He shall ascertain the number of 
teachers who are in attendance, and length of time each attended, 
and he shall keep a record thereof. 

Section 39. Be it further enacted, etc.. That the parish superin- 
tendent, before the beginning of the free school term, shall appoint 
one of the best qualified teachers of his parish as institute manager 
for each institute district, should there be n:iore than one institute 
district in the parish; and such appointees shall each be paid for 
actual services two dollars and a half per day out of the institute fund 
as compensation for holding institutes, and for assisting the superin- 
tendent during the session. 

Section 40. Be it further enacted, etc.. That all institute funds 
shall be collected and receipted for by the superintendent. He shall 
keep a record of the amount received, hand them over to the treasurer 
of the school board, who shall keep a separate account of these funds. 
He shall pay them out on the warrant of the superintendent, counter- 
signed by the president of the school board. These funds shall be 
expended only in the interest of the institutes. The superintendent, 
for all services in connection with these institutes, shall be paid three 
dollars a daj' out of said fund for each day he will cause the said 
institute to hold, under his personal superintendence, and for each day's 
attendance, as provided for in section thirty-four (34). 

Section 41. Be it further enacted, etc., That the parish superin- 
tendent, in his annual report to the State Superintendent, shall state 
the time and place teachers' meetings were held; the names of the 
persons conducting the same; the number of persons registered as in 
attendance; the sunis collected; the number and names of teachers 
of common schools in the parish who did not attend the institute, and 
such other information of the proceedings and results of the institute 
as he may deem of value and interest. 

[For the convenience of the parish superintendent the following 
blank form will be sent for each meeting.] 



REPORT OF THE MONTHLY PARISH INSTITUTES. 

The parish superintendent or the duly appointed manager of the 
parish or district institute will please conform with the law requiring 
a report of the local institute meetings. Fill out the following blanks 
after each meeting held, and promptly forward same to the State 
Institute Conductor: 

Report of the parish institute meeting for the 

meeting, held at , in 

Parish, La., on , 190 .... 

Present. Absent. 
Number of high school teachers 

Number of elementary teachers 

Number of university graduates 

Number of normal graduates 

NumJDer of first-grade teachers, not includ- 
ing the above 

Number of second-grade teachers 

Number of third-grade teachers 

Total number of teachers empioj'ed in par- 
ish or district 

Number of institute districts 

Number living beyond ten-mile limit 

Number of teachers having valid excuses ' 

Number of fines imposed and collected 

Number of teachers in possession of the books in the 

reading course 

Give the numbers on the program which were discussed: 

Numbers on the program omitted: 

Subjects discussed, not on the program: 

Number of visitors in attendance, including night meetings: 

(In parishes where district meetings are held the institute 
manager of each district wi;l please report as above.) 



Parish Superintendent or District Manager. 



10 
MONTHLY PARISH INSTITUTES. 



FIRST MEETING. 
Discussion of the State Courses of Study. 

1. High school. 

2. Elementary schools: (a) rural; (b) town or graded. 

In parishes where a special meeting of the institute was not held 
for a discussion and study of the State Courses of Study, we strongly 
recommend that the first meeting be given up entirely to a study and 
discussion of the Courses of Study, supplemented by such special 
instructions and recommendations the parish superintendent may wish 
to make concerning the work of the year, the making of monthly 
reports in accordance with the changes, keeping of records, the col- 
lection of incidental fees, the care and improvement of school prop- 
erty, corn clubs, school gardens, agriculture, nature study, music, draw- 
ing, writing, etc. 

We also recommend that two days be given to the first meeting 
and that the "second program" be held on the second day. 

Substitute Numbers. 

The following numbers are outlined in the One-Week Institute Man- 
ual and are suggested as substitutes for the "Course of Study" numbers 
in this manual, in all parishes where the courses of study were taken up 
as a special topic for discussion: 

"How to Improve the Study Period," p. 19. 

"Round Table Topics," p. 35. 

"Selecting Books for Libraries," p. 38. 

"How to secure attention," p. 16, No. 2; p. 28, No. 9. 

"Exercises in Pronunciation and Spelling," p. 40. 



11 

SECOND MEETING. 
9 to 12 m. 

1. Address, parish superintendent (15 minutes). 

2. Roll call; quotations from Essays in Application (20 minutes). 

3. Organization (15 minutes). 

j"(a) History of Education — High schools and teachers^ 

4. J in graded town schools. UO minutes 
I (b) Reading in Public Schools — all primary and ru-J 

ral schools. 
r(a) Grammar and its Reasons — '1 

5. J Division A. Us minutes 

(b) Nature Study and Life — 
Division B. 
r(a) Round Table — T 

6. J Division A. U5 minutes 

(b) Lesson in Teaching Phonics — 
Division B. 

12 to 1 p. m. — Noon Intermission. 

1 to 3:30 p. m. 

7. Singing (15 minutes). 

8. Essaj^s in Application; all teachers (40 minutes). 

9. r (a) High School Course of Study ^ 

(b) Elementary Course of Studs^ I 40 minutes 

10. Question Boxes (40 minutes). 

11. Assignments. 

OUTLINES FOR SECOND MEETING. 
1. Address, Parish Superintendent. 

This period should be taken up by the parish superintendent to 
outline his plans, give detailed instructions as to records, etc., to his 
teachers, or to make an inspirational talk. 

At each subsequent meeting during the current school session there 
will be a period for the "Superintendent's Critique" — a period in which 
the superintendent may give professional instruction to the teachers 
of the parish. It is suggested that the superintendent make 'notes 
during his inspection of the schools of the parish. These notes should 
bear upon the subjects outlined below and be made the basis of dis- 
cussion and instruction at the period set aside and known as the 
"Superintendent's Critique." This plan has been tried by several 
superintendents and has been found very effective. One obvious ad- 
vantage is that the entire parish can be reached with one discussion 
This, of course, would not altogether do away with the necessity for 
an occasional private conference at the schoolhouse with teachers. 
But in these private criticisms only the larger and more important 



12 

questions needing immediate attention need be discussed. These sev- 
eral points should again be discussed at the critique. 

In taking notes the superintendent should classify them under the 
subject of Reading, Writing, Arithmetic, Outhouses, School Grounds, 
Floors, Desks, etc., and the nan:ies of the teachers against whom or in 
whose favor the criticims are made should be written in the note 
book, but rarely given out in the criticism. Give relativelj^ more time 
to the good points. 

Under "Superintendent's Critique" the following topics should re- 
ceive consideration: 

The School Visited. 

(a) Exterior condition: yard, fences, outhouses, building, paint, etc. 

(b) Interior: sanitary condition, windows, walls, floor, desks, black- 

board. 

(c) The teacher and the teaching: personality of the teacher, per- 

sonal appearance, attitude toward children, preparation for 
lessons, the recitation, 
(d) The pupil: attitude toward work, toward teacher; preparation 

of work, out-of-door games, cleanliness, etc. 
It is suggested that the parish superintendent give personal atten- 
tion to the condition of the outhouses and to the recitations. His notes 
should enable him to give concrete examples of the thing he is talking 
about. 

2. Roil Caii. 

As the name of each teacher is called she should stand promptly 
and, in a distinct and clear enrmciation and with good expression, she 
should give a quotation from Van Dyke's Essays in Application. 

3. Organization. 

The inonthly institute should be permanently organized at this 
time in accordance with the method adopted by the particular parish. 
In some parishes the assignments are made by the parish superintend- 
ent and he presides over the meetings; in other parishes a presiding 
officer, nrogram committee, etc., are elected from among the teachers. 
Eithel plan works admirably when the school board and parish super- 
intendent give the local institute their hearty co-operation and guid- 
ance, and seldom amounts to very much without this encouragement 
from the local authorities. 

The law clothes the superintendent with full power and authority 
to make his institutes worth while, and he owes it to his State, to his 
parish and to himself to see to it that his monthly institute meetings 
are the best possible under existing conditions. 



13 

4 (a) History of Education. 

(For teachers in high and town graded schools.) 

Primitive Peoples: Education in its simplest form. 

Significance of Primitive Education: Form characteristics. 

Practical Education: Through play, through work. 

Theoretical Education: Through religious and social ceremonies; 
initiation ceremonies; educational significance; ceremonies of central 
Australia; moral value; political and social value; religious, intel- 
lectual and practical values. 

The Fundamental Characteristics of Primitive Life: Animism — Na- 
ture of animism; development; animistic beliefs and natural phenom- 
ena; control of daily life; content of intellectual and spiritual educa- 
tion; comparison with higher stages; religious, philosophical and sci- 
entific thought; evolution of animism into higher stages. 

Transition to Higher Stages. 

(1) Teaching class: Character of earliest teachers; the priest- 

hood. 

(2) Subject-matter for study: Formation of written languages; 

early religious literature and first subject-matter for study. 

(3) Elaboration of method: Training through imitation; instruc- 

tion added to training in education of priesthood; transition 
tion to a higher stage. 

Summary. 

CHAPTER II. 

Oriental Education; Education as Recapitulation — The Second Stagp 

in Educational Development. 

Chinese Education: The written language; thousands of idio- 

graphs; differs from spoken language; literature, a dead language to 

school boy; religious books basis of education; the Confucian text. 

1. The Work of the School: Reading; writing; study of litera- 
ture; literary style. 

2. The Organization of Education: Two-fo:d; schools unsystema- 
tized; affect a small portion of the population; reward of teachers; 
higher schools; three governmental examinations for degrees; subject- 
matter of examinations; rewards for success; effect of examinations 
and number of candidates. 

3. The Method of Chinese Education: Memory and imitation; 
writing; originality; process of change. 

Education of the Hindus: Causes of difference in details of their 
educational system; the caste system; education or lower castes; 
the Brahmins; sacred writings; the Hindu genius; ideal of life. 



14 

Jewish Education: Contribution to modern education; developk- 
ment of educational system; educational aspects of their ceremonial 
law; ceremonial religion; development of personality; fruition in 
Christian religion. 

The Chinese as a Type of Oriental Education: Literature the 
center of formal education; the literary class and priesthood; edu- 
cation of the masses and ruling classes; individual variation .and 
external authority; results of suppression (a) on individuality, (b) on 
thought; the Japanese; education of recapitulation (Oriental type). 

Summary. 

4 (b) Reading in the Public Schools. 

(For teachers in elementary schools.) 

Chapter 1. The Importance and Kinds of Reading. 

What to read. 

What not to read. 

Development through discriminating reading. 

Kinds of reading. 

Denotative and connotative. 

Silent and oral. 

Some practical suggestions. 

•Brandes on reading. 

Why should we read? 

What should we read? 

How should we read? 

Chapter II. History of Reading. 

Text-books. 

Reading during the Reformation. 

The work of Schulte and Basedow. 

Historical evolution of reading in England. 

Abacus. 

Hornbook. 

Catechism. 

New England Primer. 

Webster books. 

Early efforts at specialization. 

Growth of series of readers. 

Methods of teaching reading. 

Evolution of pictures as a means of communication. 

Ori.giii of alphabet. 

Aletnods of instruction. 

Alphabetic. 

Phonic. 

Word. 

Sentence. 

Attempts at correction. 

Writing-reading method. 

Analvtic-synthetic method. 

Historical development of these methods in America. 

Chapter III. The Primary Period. 

Characteristics of the period. 

Imagination. Its relation to literature. 

Imitation. 

Basis of originality. 

Basis of enriching life. 

Value in giving tone and inflection to the voice. 

Value in setting up ideals of reading. 

Teacher's reading as a model. 

Imitation implies good models. 



15 

5. (a) Grammar and Its Reasons. 

CHAPTERS I to VII Inclusive. (For High School Teachers.) 
1. Present-day English; historic growth of grammar; grammar in 
America and reactions against formal grammar; grammar and logic; 
universal and particular grammar; object and method of grammar; the 
sentence unit. 

5. (b) Nature Study and Life. (For Elementary Schools.) 

See outlines for Monday and Tuesday in Manual for One-Week 
Institutes 1909-10. 

6. (a) Round Table. (High School.) 

For toiDics for discussion see "Round Table Topics" in Manual for 
One-Week Institutes. It is also suggested that such topics as the 
teaching of high school subjects be taken up and discussed at this 
period. Any problem which may arise in the course of the work should 
be discussed at this time. Topics suggested by the members of the 
division would be of infinitely more value than those suggested by the 
program. In any event the subjects for discussion should be announced 
in advance of the meeting and thorough preparation should be made. 

6. (b) Lesson in Teaching Phonics. (Elementary Schools.) 

' [Note. — In parishes where there are many teachers of fifth, sixth 

and seventh grades and in graded schools it is reconimended that they 
be formed into a division for the sj'stematic studj^ of the teaching of 
literature in these grades.] 

The lesson in phonics should be based upon the New Education 
Readers, and this work should consist of: (1) A lesson illustrating the 
teaching of the actual lesson of the text; and (2) a full discussion of 
the lesson. 

The work of presenting this subject should be assigned only to 
such teachers as, by reason of previous study and experience, are best 
qualified to present it. See "Introductory Remarks" and "Lesson I — How 
to Teach the Lesson," in the pamphlet "Directions to Teachers for the 
Use of New Education Reader, Book I," which may be had upon ap- 
plication to the parish superintendent. Use the text-book. 

7. Singing. 

Use motion songs, national and classic songs suitable for use in 
the schools. 

8. Essays in Application. (For all teachers.) 

Purpose of these essays as set forth in preface. 
"Is the world growing better?" 
I. The Value of Material Improvement. 

1. Does the condition of growing better off mean growing 

better? In dollars? In knowledge? 

2. Why is meliorist a better word than optimist? 



16 

II. The Factors in Growing Better. 

1. Justice. 

a. The kind of views necessary to form a judgment. 

b. Improvement of laws. Study child-labor law in Louisi- 

ana. 

c. Triumphs of the world's moral sense. 

d. Items to be set down on the other side — wars of con- 

quest, etc. 

2. Increase of Kindness. 

a. "Work in prisons. 

b. Private charity. 

c. "Workingmen's insurance system in Germany. 

d. Increased precautions to avoid accidents, etc. 

e. International mercy. 

f. Efforts to rid world of war. 

g. The Red Cross Society. 

3. Self-Restraint. 

a. Is self-restraint increasing? 

ta. Dangers of theory of individual liberty. 

c. The foundation of hope that the world is growing better. 

III. The Conclusion. 

How make the world better? 

9. (a) High School Course of Study. Division A. (High school teachers 
only.) 
General statement, p. 4; requirements for approved high school, 
pp. 5, 6, 7; note briefly pp. 9, 10, 11, 12, 13, 14, 15. 16 and 17; discussion of 
p. 18, also pp. 13, 16, in elementary course of study; discussion and 
study of p. 19; high school course. 

9. (b) Elementary Course of Study. (For all elementary teachers ex- 

cept those teaching in rural schools.) 

1. Note and study inside of cover page; note "Errors and Omis- 
sions;" read pp. 3 and 4, noting particularly the first and two last 
paragraphs. Studj^ pp. 5 and 6 and work out program in accordance 
with schedule on p. 6. Study pp. 13, 16. 

Division C. (For rural school teachers.) 

1. Note and study inside cover page and "Errors and Omissions;" 
read pp. 5 and 4, noting carefully first and two last paragraphs. Study 
pp. 5 and 6, omit "Schedule for Graded Schools;" study pp. 7, S, 9, 10, 11, 
12, also pp. 13 to 16. 

10. Question Boxes. 

(a) High school. 

(b) Elementary schools. 

The questions should be written on slips by the teachers present 
and deposited in the proper box. The discussion should be in sections 
as indicated. 



17 

THIRD MEETING. 

9 to 12 m. 

1. Opening exercises (15 minutes). 

2. Civil government (40 minutes). 

f (a) History of education — • "1 

3. J Division A. J. 40 minutes 

I (b) Reading in the public schools — J 
Division B. 

4. How to enjoy pictures; in three divisions — Division A, Division 
B and Division C (40 minutes). 

C (a) Grammar and its reasons — ^ 

5. J Division A. i 45 minutes 

I (b) Nature study and life — J 

Division B. 

12 to 1 p. m. — Noon Intermission. 

1 to 4 p. m. 

6. Singing (15 minutes). 

r (a) Round tabie — 1 

7. J High school, seventh, sixth and fifth grades. L 40 minutes 

(b) Lessons in teaching phonics — • J 

Primary grades. 

8. Superintendent's critique (30 minutes). 

9. Essays in Application; all (40 minutes). 

10. r (a) High school course of study. " 
I (b) Elementary coiirse of study. 

11. Question box (25 minutes). 



minutes 



OUTLINES FOR THIRD MEETING. 

1. Opening Exercises. 

These should illustrate opening exercises, suitable for high, 
grammar and primary grades, and should be given in accordance with 
the courses of study. (See State Courses of Study.) 

2. Civil Government. 

(Based upon "Civil Government of Louisiana," by Agnes Morris.) 

Parish Government — Parish Officers, 

Third Meeting — Police jury, parish treasurer, parish clerk, coro- 
ner, parish asses.sor. 

Fourth Meeting — Sheriff, justices of the peace, parish school board, 
parish superintendent of schools, parish board of health. 



18 

3. (a) History of Education (Chapters III and IV.) 

THE GREEKS. THE LIBERAL EDUCATION. 

The Significance of Greek Education. 

1. Characteristics — Individual development; sociai progress; lib- 
eral education. 

2. Concept of leisonality — political aspect; the intellectual aspect; 
the moral aspect; aesthetic. 

3. Education and Life — Then and now; the aim; ideal of Christian 
religion added later; material achievement and modern ideal. 

4. Limitations in Realizations — Standards of conduct; women; the 
insincere and frivolous. 

Periods of Greek Education. — The old Greek period; new Greek 
education. 

The Education of the Homeric Period — Unorganized sociai pro- 
cess; the home and the council; the man of action and the man of 
wisdom. 

1. Ideals of Homeric Education — Nature of ideals; characteristics 
of man of action; characteristics of man of council. 

The Old Greek Education of the Historic Period. — The city and state; 
duties of a Greek citizen; worth and virtue; the individual. 

1. Spartan Education — Ideals; natural environment and historic 
situation; society and state education; constitution of Lycurgus, its 
origin and character; (a) the aim of Spartan education; defects of 
ideals; intellectual and aesthetic elements; (ta) organization cf Spar- 
tan education; content; intellectual training; music and dancing; 
physical training; hunting; professional training; the ideal soldier; 
(c) moral training; methods of '"inspirer" and "hearer;" position of 
women and children; character; graces of life. 

Athenian Education During Old Greek Period — Contrast with Spar- 
tan. Organization, (a) family, its education; school life; music; moral 
education; gymnasia; ephebic education; literary element. 

Public Education — citizenship; military and political training; grad- 
uation into full duties of citizenship; educational training; social activ- 
ities. Content of Greek education: (a) gymnastics, moral value; 
games, results of; the pentathlon; measviring of term music; work of 
the music school; mastery of Homeric poems; technical skill; a crea- 
tive process; Plato and music. 

Reading, Writing and Literary Elements — Introduction of reading 
and writing; educational value of Homeric poems; literature in the new 
Greek period; methods of reading; practical branches; dancing and 
correlation of studies. 

The Moral Purpose of Greek Education — Gymnastics and music; 
moral training in the home and the school; the teacher. 



19 

Method of Greek Education — (1) Imitation; (2) "doing" side; (3) 
instruction. 

New Greek Education: Transitional Period. — Pericles; individual 
and his opportunities. 

Transitional Forces — Economic changes and wealth; political 
changes; democracy; literary developments; the comedy and trag- 
edy; development of introspective psychology; mythology as ration- 
alistic religious ideas. 

Demands Upon Education — Individual freedom; training for meet- 
ing opportunities. 

The Sophists — Double significance; not native teachers; character 
of their teaching; all subjects; pay; opposition of conservative Greeks; 
sophists represented permanent change; later use of term sophist. 

Resulting Changes in Education. — In Content — Intellectual vs. phys- 
ical; literary form; instruction and training: two views of results. 

The Greek Educational Theorists. — The Problem of Educational 
Theorists — Similarity then and now; moral character; philosophers 
and sophists; Socrates' statement of problem; knowledge as the basis 
of conduct; knovv^ledge and virtue. 

The Socratic Method — The dialectic; aim of education; Socratic 
irony; maieutics; influence on method and content of education; 
importance of method; limitations of Socratic method; contribu- 
tion cf Socrates to education. 

Plato — Views of, compared with Socrates; view of knowledge; 
society and philosophers; Plato's Republic; psychological analysis; 
social analysis; function of education; details of educational scheme 
of Republic; permanent value of Plato's educational writings; education 
of women; practical influence of Plato; the philosophical schools: 
disciplinary value of subjects; influence on Christianity. 

Aristotle — Formation of educational ideal; method of education; 
organization of education; practical influence of Aristotle. 

The Cosmopolitan Period of Greek Education. 

General Characteristics — Spread of Greek culture; the rhetorical 
schools; the dialectic and philosophical schools; the universities; 
Athens; Alexandria. 

Summary. 

CHAPTER IV.— FUSION WITH ROMAN EDUCATION. 

The Romans: Education as Training for Practical Life. 

General Characteristics — Dominant institutions and the genius of 
the people; Roman standards of judgment; cotnribution of Rome to 
civilization; Roman ideals of education; elements of this ideal. 



20 

The Practical Education — (a) The home as the centre of education; 
(b) biography as a means; (c) imitation as the method. 

Periods of Roman Education — (1) Early Roman education; (2) in- 
troduction of Greek schools; (3) third or imperial period: the Helenized 
Roman education; (a) the school of the litterator; (b) the school of 
the grammaticus; (c) the school of the Rhetor ; (d) libraries and uni- 
versities; (e) support of the schools by the empire; (f) educational 
writers during the imperial period. 

Fourth Period — Decline of Roman education. 
Summary. 

3. (b) Reading in the Public School. 

CHAPTER IV. Primary reading. 

Many readers are mere scrap books. 
The contents of a good reader. 
The purposes of primary reading. 
Essential of first lessons in reading. 

CHAPTER V. A typical first iesson. 

The c.ass should read from the first. 
The description of the lesson. 

CHAPTER VI. Oral reading. 
Relation to silent reading. 
Condition of oral reading. 
Time in oral reading. 
Suggestions for aiding oral expression. 
Training in interpretation. 
A type lesson. 

4. How to Enjoy Pictures. (Primary Teachers.) 

Division 1. — Based upon "Turner Picture Studies, First Grade," for 
primary teachers. Study and discuss: (1) "A Primary School in Brit- 
tany," "Feeding Her Birds," "The First Steps," "Hiawatha." 

Division 2. — Grammar grades. Study and discuss from "Fifth 
Grade, Turner Picture Studies:" (1) "Selling Shell Fish," Vernier; 
"Song of the Lark," Breton; "Spirit of '76," Wiiiard; "Arab Scouts," 
Schreyer. 

Division 3. — High school. Study and discuss from "Eighth Grade, 
Turner Picture Studies:" "Houses of Parliament;" "Summer Even- 
ing," Adam; "The Bugle Call," Hunt; "Puritans Going to Worship," 
Boughton. 

5. (a) Grammar and Its Reasons. (High Schools.) 

Chapters VIII to XIV. — Parts of speech: The verbal element of 
the sentence; verb compliments; the objective construction; subject 
and predicate nouns; inflections; government and agreement. 



21 

5. (b) Nature Study and Life. (Elementary Schools.) 

See outlines for Wednesday and Thursday in One-Week Institute 
Manual for 1909-10. 

6. Singing. 

See "Singing" in outline for Second Meeting. 

7. (a) Round Table. 

For fifth, sixth and seventh grade teachers in graded schools and 
high ?chool teachers. In large institutes the grammar grades may be 
placed in a separate division. 

See Round Table Topics in Outline for One-Week Institutes, 
1909-10. 

7. (b) Lesson in Teaching Phonics. (For Teachers of the First Four 

Grades. 
Continue the work as outlined in "Directions to Teachers for the 
Use of New Education Reader, Book I," copy of which may be had 
by applying to your parish superintendent. 

8. Superintendent's Critique. 

See "Superintendent's Address," in Second Meeting. 

9. Essays in Application. 

See outline for One-Week Institutes, Wednesday's program. 

10. (a) High School Course of Study. 

1. Discussion of outline or outlines of the course, pp. 19, 20; which 
may be of direct interest to the institute corps. 

2. English: (a) General statement; (b) literature; (c) method; 
(d) history of literature; (e) collateral reading; (f) memorizing selec- 
tions of prose and poetry; (g) formal grammar; (h) composition and 
rhetoric; (i) method; (j) vocabulary; (k) literary societies; (1) Eng- 
lish composition with other subjects; (m) high school library. 

10. (b) The Elementary Course of Study. (All Teachers of Elementary 
Grades.) Pp. 17-23. 

1. Note and make corrections on p. 17. (See Errors and Omissions.) 

2. Reading and Literature: 

(a) General directions: time required for mastery of mechanics 
of reading; motive and foundation for reading work; the 

language group; the importance of reading. 
Reading, a means of training the mind — stories; the two periods 

and the teacher's aim; the first three years; the thought of 

the printed page. 
The child's love for stories and its significance; culture value of 

stories, poems, and nature study; "Learning to read is to get 



22 

stories out of books;" interest and attention; method; cor- 
relation. 
The use of the story in reading. 
3. The Reading Hour. The use of the library, in the primary 
grades; (b) in the intermediate grades. 

Summary. 

First Tear. — Texts; supplementary readers; suggestions as to the 
use of the books; the Wheeler Primer; the New Education Reader, 
Book I. 

Aim in the reading; method of procedure. 

Reading to the children; phonics; use of the library; sources of 
material for beginners; books for teachers; library books. 

11. Question Box. 

Same as for Second Meeting. 



23 

FOURTH MEETING. 

9 to 12 m. 

1. Opening exercises (15 minutes). 

2. Civil gvernment (40 minutes). 

3. f (a) History of education. 1 

(b) Reading- in the public schools. I 45 minutes 

4. How to enjoy pictures (three divisions), 40 minutes. 

5. Essays in Application (40 minutes). 

12 to 1 p. m. — Noon Intermission. 
1 to 3:45 p. m. 

6. Singing (15 minutes). 

{(a) Grammar and its reasons — ^ 
High school. I 40 minutes 

(b) Nature study and life — j 

Elementary school. 

8. The art of questioning; all (40 minutes). 

9. f (a) Round table topics. "1 

(b) Lesson in teaching phonics. J 40 minutes 
10. Superintendent's critique (30 minutes). 

OUTLINES FOR FOURTH MEETING. 

1. Opening Exercises. 

See "Third Meeting." 

2. Civil Government. (For all.) 

Discuss second part of "Parish Government." (See outline "Third 
Meeting.") 

3. (a) History of Education. 

The Middle Ages: Education as Discipline. Significance of Mediae- 
vai. Education. 

I. Early Christian education. The new educational ideal. Attitude of 
early Christians toward pagan learning: (a) Greek Christian fathers; 
(b) Latin church fathers. 

Early Christian schools: (a) Christian life a schooling; (b) cate- 
chumenal schools; (c) catechetical schools; (d) episcopal and cathe- 
dral schoo's. 

II. Monastic education: Education as a moral discipline. 

1. Scope and importance of monastic education. Origin. Monas- 

tic rules. 

2. Ideals of monastic education: (a) Asceticism an ideal dis- 

cipline; (b) social significance of these ideals. 



24 

3. Monasticism and literary education. 

1 — Study in the monasteries. 2 — Schools in the monasteries. 
3 — Copying of manuscript and the preservation of learning. 
4 — Monasteries as depositories of literature and learning. 
5 — The monks as literary producers. 6 — The literary inherit- 
ance of monasticism; the seven liberal arts; contents of 
the seven liberal arts. 7 — Educational writers of the early 
middle ages: Martianus, Capella, Boethius, Cassiodorus, Isi- 
dore. 

III. The Carolingian revival of learning. 

1. The work of Charles the Great — Alcuin, Rabanus Maurus, 
Joannes Scotus Erigina. 

IV. Scholasticism: Education as an intellectual discipline. Nature 

of scholasticism. Purpose of scholastic thought. Content of 
scholasticism. Forms of scholastic knowledge; method, de- 
velopment of scholasticism. The great schoolmen. Merits and 
demerits of scholasticism. 

V. The Universities: Origin. Pounding. Structure and organization. 

Privileges. The nations and the universities. The faculties. 
Governing bodies and other officials. Degrees. Method and 
content of university studies. Influence of early universities. 

VI. Chivalric education: Education as social discipline. Nature and 

origin of chivalry. Ideals. Educational s3'stem. 

VII. Close of the Middle Ages. The renaissance of the thirteenth 

century. The friars of the mendicant orders. Influnce of 
Saracen learning. New types of schools. 

Summary. 

3. (b) Reading in the Public Schools. 

CHAPTERS VII, VIII and IX. 
Emphasize Chapter IX. 
Chapter VIII.— Word Drills. 

Time for the drills. 

Nature of the drill recitation. 

Purpose of the drills. 

Some devices for drill. 

A type lesson. 
'CHAPTER IX. — Phonics. 

Aim of work in phonics. 

Ear drills. Exercises. 

Ear and lip drills. Exercises. 

Ear and lip drills combined. De\ ire? 

Keep phonic drill and reading srpaiale. 

Families of type words. 

Try-another- sound method 

Caution. 



25 

4. How to Enjoy Pictures. 

In three divisions. Continue work as outlined in "Third Meeting." 

5. Essays in Application. 

For all (40 minutes). 
Ruling Classes in a Democracy. 

I. Introduction. 

1. Difference between a democracy and an empire, an aristocracy. 

2. Necessity for ruling class — rudiments in lower animals. 

3. Obstacles to securing authority. 

4. The problem of correlating individual rights with social duties. 

II. Methods of selecting ruling class. 

1. Autocratic. — False assumption that right rests on might. 

2. Automatic. — The wrong family may be chosen to begin with, 

then the so-called law of heredity produces curious results. 

3. Democratic. — This interests the choice to the collective reason 

and justice of the people. What is the true meaning of the 
consent of the governed. 

fU. Things necessary to popular participation in government. 

1. Untrammeled opportunity for suffrage, not universal, but truly 

representative. 

2. Limitation of term of office. Why? 

3. Restrictions upon the functions of ruling classes — the need of 

a constitution. 

IV. Definition of democracy. 

Answer to charges brought against the practical working out of 
democracy. 

V. Dangers of democratic government. 

1. The rise of the demagogue. 

2. The dominance of wealth. 

3. The rule of the boss. 

VI. The safeguard, education. 

1. Restriction of suffrage, to be removed by education. 

2. Expenditure for education. 

3. Extent of public education. 

4. The kind of education. 

6. Singing. 

Same as before. 

7. (a) Grammar and Its Reasons. (High Schools.) 

Chapters XV to XIX Inclusive.— XV, Person; XVI, Number; XVII, 
Gender; XVIII, Case; XIX, The Possessive Case. 



26 

7. (b) Nature Study and Life. 

I. Methods. 

a. Where to begin. 

b. Aim in the elementary course. 

c. Damage to man by insects. 

d. Value of insects: cross pollination; how to determine value 

of insects. 

e. Poisons and sprays. 

f. The life history of insects: egg, larva, pupa, adult insect. Value 

of knowing life history — insects and birds. 

II. Apparatus and method. 

a. The insect net. 

b. Preservation of insects — the cyanide bottle. 

c. Mounting insects. 

1. Pinning on trays. 

2. Block of plaster of Paris. 

3. Between two plates of glass. 

4. Spreading. 

a. The butterfly, or moth. 

b. Beetles, bugs, grasshoppers and crickets, ants, flies and 

spiders. 

c. Caterpillars and grubs and larvae, mosquito wrigglers. 

d. Very small insects. 

(Note. — The above should be illustrated in class.) 

III. Insects of the householc?. 

a. Flies: characteristics. 

b. Life history of: housefly; stable fly; the blue-bott:e fly. 

c. Mosquitoes (see Bulletin No. 25, U. S. Dept. of Agriculture). 

1. Life story: egg, larva and pupa or wriggler; adult mos- 

quitoes. 

2. Prolific breeding: lesson it teaches with reference to tin- 

cans, gutters, pools, etc., however small. 

3. Lessons on mosquitoes. 

a. The use of aquariums: goldfish; minnows; oil, etc. 

b. The hunt for mosquitoes: recognition of species. 

c. Mosquitoes and malaria: means of prevention. 

d. Recognition of species: anopheles, culex, stegomia. 

d. Clothes. moths. 
1. Damage. 

2. Study of this insect, egg, etc. 

e. Carpet beetle, or buffalo moth. 

t. Fleas, lice and bedbugs: characteristics of each. 
g. Cockroaches. 
( li. Ants. 



27 

IV. Lessons with plants. 

a. The flower and the child. 

b. Essential qualities in the teacher. 

c. Writing lessons: use of. Flower seeds and methods of plant- 

ing. Begin with plants easy of culture. Competitive element 
in planting. 

d. Training powers of observation. 

V. Elementary botany. (Study types and characteristics of the neigh- 

borhood under each head.) 

a. Flower calendars. 

b. Wayside flowers. 

c. Poisonous plants. 

d. Weeds. 

8. The Art of Questioning. (In two lessons. Based upon Fitch's The 
Art of Questioning. 
Importance of questioning. 
How the art is learned. 
General Principles. 

Three kinds of questions. 

(1) Preliminary. 

(2) Stimulative. 

(3) Examinative form. 
Examples of the first from Socrates. 
Points in this example. 

(1) Find out what is known already. 

(2) Clear away misapprehensions. 

(3) Excite curiosity. 
Kindling curiosity by questions. 

Examples of the other two kinds of questions. 
Applying them to Bible instruction. 
Methods of using these two kinds. 
Specific Points. 

1. The language of questions must be simple. 

2. Not give information in the question. 

An example with questions. 
Faults in these questions. 
Better questions. 
Aim of these questions twofold. 

3. Get entire sentences for answers. 

4. Do not put vague questions. 

Effects of these. 

5. Nor ask questions that cannot be answered. 

6. Nor ask such as only require "yes" or "no." 

7. Questions must follow in proper order. 

An example. 

Lawyers study the art of questioning. 



28 

8. Digress from the proper order only for good reasons. 

9. The questioner should be animated. 

Examples. 

10. Teacher not to use a book of questions. 

Reason of this. 

11. Each pupil must feel the questioning. 

What to do with wrong answers. 

What to do when no replies are elicited. 

12. Have the pupils question each other. 

And the teacher also. 
The Great Principle. 

Questioning aims to set the pupil to thinking. 

9. (a) Round Table Topics. 

The following topics are suggested: 

(FroixL One-Week Institute Manual.) 

"How to improve the study period," p. 19. 

"Round Table Topics," p. 35. 

"Other Topics for Discussion," p. 36. 

"Selecting Books for the Library," p. 3S. 

"Exercises in Pronunciation and Spelling," p. 40. 

9. (b) Lesson in Phonics. 

Same as in previous meetings. Continue the work as outlined in 
the Phonics Manual. 

10. Superintendent's Critique. 
See "Second Meeting." 



40 minutes 



29 

FIFTH MEETING. 
9 to 12 m. 

1. Opening- exercises (15 minutes). 

2. Civil Government (40 minutes). 

(a) History of Education. 

(b) Reading- in the Public Schools. 45 minutes 

4. Essays in Application (40 minutes). 

5. r (a) Round Table Topics. "1 

(b) Lesson in Teaching Phonics. I 40 minutes 

12 to 1 p. m. — Noon Intermission. 
1 to 3:30 p. m. 

6. Singing (15 minutes). 

7. Ho-w to Enjoy Pictures (40 minutes). 

8. f (a) Grammar and Its Reasons (high school), 
j (b) Nature Study and Life (elementary schools). 

9. The Art of Questioning (30 minutes). 
10. Superintendent's Critique (25 minutes). 

OUTLINES FOR FIFTH MEETING. 

1. Opening Exercises. 

Same as preceding meetings. 

2. Civil Government. (Two Lessons.) 

State Government. 

Three Departments. — Legis;ative, Executive, Judicial. 
Legislative Department: 
General Assembly. 
Senate. 

House of Representatives. 
Members. 
Po-R'ers. 

3. (a) History of Education. 

CHAPTERS VI and VIL 

I. The renaissance and the humanistic education. 

"What the renaissance was, in Italy. Petrarch as representative 
of the new spirit; his work; co-laborers. 

Modified character of the renaissance in north Europe. The edu- 
cative meaning: (a) revival of the idea of the liberal edu- 
cation, formulation of the aim, new elements in education; 
(b) The narrow humanistic education, elimination of elements 
from the conception of education, Ciceronianism, character of 
the narrow humanistic education. 

II. Some renaissance educators: Vittorina da Feltra, early German 

humanists, Erasmus, English humanistic educators, Roger 
Ascham. 



30 

HI. Types of humanistic schools: The universities; schools of the 
court and of the nobility; the furstenschulen; the gymna- 
sium; the English public schools; the colonial grammar 
schools; Jesuit 6chr>ols. 

Summary. 

CHAPTER VII. 

The reformation, counter-reformation, and the religious conception 
of education. 

What the reformation was. 

Influence of the period on the conception and spirit of education; 
formalism in its results; humanistic content; institutional effects. 

Some reformation educators: Luther, Melancthon. 

Types of religious schools: the universities; Protestant control of 
humanistic secondary schools; the teaching congregation; schools of 
the Jesuit order; constitution of the order; extent of influence; organ- 
ization; preparation of teachers; subject matter of study; methods; 
defects and decline. 

The Port Royal schools. 

Elementary schools in Protestant countries: The public school sys- 
tem in Protestant states — Scotland, Holland, America. 

Elementary education in Roman Catholic countries: Institutes of 
the brethren of the Christian schools. 

Summary. 

3. (b) Reading in the Public Schools. 

Chapter X. — Dramatic Reading. 
The dramatic instinct. 
Social benefits of dramatic reading. 
Effect upon the voice. 
Other results. 

Dramatics and memory work. 
Place of dramatic reading. 
Miss Bryant on dramatics. 
Illustrative examples of dramatic reading. 
Dramatic dialogue reading. 
Stories suitable for dramatizing. 

Chapter XI. — Seat Work. 
Need of seat work. 
Purpose of seat work. 
Proportion of time. 
Kinds of seat work. 
Examples of each kind. 

Chapter XII. — Pictures. 
Mental pictures. 

Pictures in the book: their relation to mental pictures. 
Picturing and reading. Old Pipes and the Dryad. 



31 

4. Essays in Application. 

Christianity and Current Literature: 

I. The relation of a life of a race to its production of literature. 

1. The life' of the Scythians, the Etruscans, the Phoenicians 
compared with the Greeks, the Hebrews, and the Romans. 

II. Religion. 

1. Its relation to literature. 

2. The Bible as an utterance of life. 

3. The mission of the Bible as literature. 

III. The needs of Christianity as to a literature. 

1. "The Ideals for Such Literature." 

IV. Mischievous tendencies against which Christianity embodied in 

sane and manly and lovable literature may guard us. 

1. The growing idoiatry of military glory and conquest. 

2. The growing idolatry of wealth. 

3. The growing spirit of frivolity. 

v. The function of a great literature. 
"Heaven-up-histedness." 

5. (a) Round Table Topics. 

See previous meetings. 

5. (b) Lesson in Phonics. 

See previous meetings. 

6. Singing. 

Same as preceding meetings. 

7. How to Enjoy Pictures. 

Let the Three Divisions continue the work of the course as sug- 
gested in Third Meeting. 

The Picture Studies under "Language" in the elementary course 
of studj^ could be profitably taken up during this period. 

8. (a) Grammar and Its Reasons. 

CHAPTERS XX to XXIII Inclusive. 

Comparison; voice; mood; tense. 

Note. — It is suggested that "Part Second," the lesson for the 
ninth month, be done in addition to the above in such parishes as will 
not have nine meetings. 

8. (b) Nature Study and Life. 

CHAPTERS VIII, IX, X and XL 
I. Garden Studies: Home and school gardens. 

1. Relation of race to soil. 

2. The effect of sense of ownership on children. 



32 

3. The garden and the home; the child and the home garden; 

the decline of the home garden; weeds; the garden and 
nature; individual ownership of prime importance; selfish- 
ness and unselfishness in children. 

4. Effort and attainment; child and plot of ground. 

5. "Give a child large interests and give them young." 

6. Value of out-of-door garden work. 

7. The way to make a school garden; when, how, where; what 

to plant. 
S. Landscape gardening. 

II. Nature Study, Property of Children. 

1. Flowers and vegetables. 

(a) Make lists of plants children own. 

(b) Use of this information by teachers. 

(c) The culture of flowers: object; floral catalogue as a 

text-book. 

(d) The preparation of the teacher. 

(e) How handle questions no one knows anything about? 

III. Garden Fruits. 

1. Use of blank forms. 

2. Value of knowledge of fruits. 

3. Fruit culture: centre for interest in other things; insect 

study; composition work correlating language with na- 
ture study; liveliest lessons; knowledge of best soil; care; 
food supply; methods of culture. 

IV. Propagation of Plants. 
Fruit : 

1. The seeds: collection; mounting; observation; germina- 

tion of small seed, strawberry, grape, etc. 

2. The peach: germination; raising plant; budding and graft- 

ing. 

3. Seeds and new varieties of fruits; development of app'e of 

today. Luther Burbank, Ephraim Bull, John (Appleseed) 
Chapman; method of cross-pollination: nature's, man's. 

4. Layers. 

5. Runners. 

6. Cuttings. 

7. Grass. 

8. Buds. 

9. How to raise a grapevine: (a) cuttings; (b) layers; (c) 

transplanting; (d) pruning. 
Note. — Teachers of North Louisiana might study from text, "How 
l() raise an apple tree." 

10. How to raise a peach tree: budding. 

9, The Art of Questioning. 

For outline, see "Fourth Meeting," p. 27. 

10. Superintendent's Critique. 

See "Second Meeting." 



33 

SIXTH MEETING. 
9 to 12 m. 

1. Opening exercises (15 minutes). 

2. Civil Government (40 minutes). 

3. C (a) History of Education. 

(b) Reading in the Public Schools. 45 minutes 

4. Essays in Application (40 minutes). 

r (a) Round Table— ^ 

5. J Sixth to high school. I 40 minutes 

(b) Lesson in Teaching Phonics — ■ j 
First to fifth grades. 

12 to 1 p. m. — Noon Intermission. 
1 to 3:30 p. m. 

6. Singing (15 minutes). 

7. How to Enjoy Pictures (30 minutes). 

S. f (a) Grammar and Its Reasons (high schoo!) "l 

(b) Nature Study and Life (elementary schools) j 40 minutes 
9. Superintendent's Critique (35 minutes). 



10. 



' (a) High School Course of Study. "] 
(b) Elementary Course of Study, j 30 minutes 



OUTLINES FOR SIXTH MEETING. 

1. Opening exercises (same as in preceding meetings). 

2. Civil Government. 

Finish lesson outlined in "Fifth Meeting," p. 29. 

3. (a) History of Education. 

CHAPTERS VIII. AND IX. 
Realistic Education. 

What is Realism? 

I. Humanistic-Realism: Rabelais and Milton. Effect of human- 

istic-realism on school work. 

II. Social-Realism: The educational concept — Montaign vs. 

Ascham — Montaign's conception of education — the aim — 
content — method. Social-reaiism in the schools. 

III. Sense-Rea!ism: Characteristics. Richard Muicaster, Fran- 
cis Bacon — educational influence of Bacon, aim and subject 
matter, method. Bacon's place in education. Wolgang 
Ratke — John Amos Comenius, purpose of education, cont- 
ent, method, ■ text-books, organization of schools, the Great 
Diadactic. 

Effects of sense-realism in schools; the real schools of 
Germany; the academies of England; the academies of 
America; the universities. 
Summary. 



34 

CHAPTER IX. 
The Disciplinary Conception of Education: John Locke. 

The Origin of Modern Disciplinary Conception. Features essential 
to the conception — development, strength and weakness of the theory. 
John Locke as a representative of the disciplinary education; physical 
education, moral, intellectual, other classifications of Locke. The discip- 
linary education in the schools: England, Germany, America. 

Summary. 

3. (b) Reading in the Public Schools. 

CHAPTER Xin. MEMORY WORK. 
Argument for the cultivation of memory. 
Why memorize literature. 

V\^hat to memorize. How to secure memory work. 
Teaching a memory selection. 
Steps in memorizing. 
Selections for memorizing. 

CHAPTER XIV. 
The Intermediate and Grammar Grade Periods. 
Phj^sica'; and mental characteristics. 
The need to deepen good habits. 
Physical and spiritual changes. 
Period of the reading craze. 
Its direction. 

CHAPTER XV. 
Position and Criticism. 
Good physical position and its necessity. 
Criticism from the class: 

Why invited; approval as well as fault-finding; definite and 
detailed. 
Problems encourage good reading and criticism. 
A standard of reading shouid be maintained throughout all classes. 

4. Essays in Application. 

I. Introduction. Mr. Bryce's view of American colleges and universi- 

ties. 

II. Expectations as to the service of education. 

1. It must protect against the spirit of "Raw haste, half-sister 
to delay," against gambling, etc. It must give better stand- 
ards of success, etc. 



35 

III. The true ideal of education. 

1. Its purpose. 

2. Its methods. 

a. The decorative — its purpose, its results. 

b. The marketable — its purpose, its tendency, its results. The 

place of the trade school. 

c. The creative ideal — the powers of the really educated man: 

(1) To see clearly. 

(2) To imagine viA'idly. 

(3) To think independently. , 

(4) To will nobly. 

IV. The part our colleges and universities are to play in this ideal 

of creative education. 

5. (a) Round Table. 

(Sixth grade to high school inclusive.) 

See Round Table Topics, Outline for One-Week Institutes. 

5. (b) LeEsan in Teaching Phonics. 

Continue study and presentation of Teaching Phonics. 

6. Singing. 

Proceed as btfcre. 

7. How to Enjoy Pictures. 

Continue discussion and study of the pictures in the "Turner Picture 
Studies" in three divisions, as before. Division I should study "First," 
"Second" and "Third Grades." Division II, "Fourth," "Fifth," "Sixth" 
and "Seventh Grades." Division III, "Eighth," "Ninth," "Tenth" and 
"Eleventh Grades." 

8. (a) Grammar and Its Reasons. 

CHAPTER XXIX to XXXI. 

Nouns and noun relations; adjectives; the articles; the personal 
pronouns; the adjective pronouns, the numerals; the interrogatories; 
the relatives. 

8. (b) Nature Study and Life. 

CHAPTERS XII, XIII, XIV and XV. 

Injurious Insects. 

I. Insects of the Garden. 

1. Knowledge of insects and success in gardening. 

2. The coddling moth: observation of apple or pear trees in 

fall; damage; work out life history; vivarium. 

3. The peach-tree borer: damage done; method of study; life 

history. 

4. The pear-tree borer. 



36 

5. The grapevine.root borer. 

6. The grape-cone borer. 

7. The rose bug' or beetle; life history. 
S. The tent caterpiUars; two varieties. 
9. Canker worms; cut worm. 

10. Grasshoppers, or' locusts. 

11. Apple maggot. 

12. Plum curculios. 

13. Apple-leaf crumpler. 

14. The grape-leaf folder. 

15. Hawk moths: injurious effects; beauty; find specimens with 

parasites on caterpillar. 

16. Plant lice or aphids: different species on grape-vines, peas; 

the aphid and the lady-bug or lady-bird; the aphid and 
the ant. Make observations and get children to do same. 

17. The scale insects: the San Jose scale. 
IS. Potato and cucumber beetle. 

19. Cabbage butterfly. 

20. The corn or boll worm. 

21. The army worm. 

22. The squash bug. 

23. The chinch bug. 

24. Methods of controlling insects. 

II. Beneficial Insects. 

1. The honey bee: characteristics, etc. (If any member of the 

institute has had practical experience with bees it would 
be interesting to have him tell the class his experience.) 
(a) hive for schoolroom. 

2. Bumble bees; wasps; hornets. 

III. Insects Beautiful and Beneficial. 

1. Ichneumon flies; Trouax. 

2. Brachomids and tomato sphix. 

3. Chalet's flies. 

4. The syrphus fly; how it benefits man. 

5. Lady-beetles or lady-bugs. 

6. Dragon flies: life history; value. 

7. The damsel fly or demoiselles. 

8. Caddis flies; collect larvae and keep in aquarium for de- 

velopment. 

9. Butterflies and moths: usefulness; length of life; collec- 

tions. 

9. Superintendent's Critique. 

See First Meeting. 

10. (a) High School Course of Study. 

See sLiggestions under Fourth Meeting. 

10. (b) Elementary Course of Study. 

See suggestions under Fourth Meeting. 



37 

SEVENTH MEETING. 
9 to 12 m. 

1. Opening exercises (15 minutes). 

2. How to Keep Order (40 minutes). 

3. f (a) History of Education. "| 

I (b) Reading in the Public Schools. I 45 minutes 

4. Essays in Application (40 minutes). 

5. r(a) High School Course of Study. ^ 

1 (b) Elementary Course of Study. J 40 minutes 

12 to 1 p. m. — Noon Intermission. 
1 to 3:30 p. m. 

6. Singing (15 minutes). 

7. How to Enjoy Pictures (20 minutes). 

8. Civil Government (40 minutes). 

9. f (a) Grammar and Its Reasons, l 

[ (b) Nature Study and Life. I 40 minutes 

10. Superintendent's Critique (35 minutes). 

OUTLINES FOR THE SEVENTH MEETING. 

1. Opening Exercises. 

Same as in preceding meetings. 

'2. How to Keep Order. 

See Outlines for One-Week Institute. 

3. (a) History of Education. 

CHAPTERS X and XI. 
The Natural Tendency in Education: Rousseau. 

Relation to previous movements and to the times. The enlighten- 
ment; the naturalistic phase of the eighteenth century movement. 
Jean Jacques Rousseau. Doctrine of the "Natural State." The "Em]ie": 
(a) three-fold nature in the "Emi'e" negative education; education from 
one to Ave; from five to twelve; from twelve to fifteen; from fifteen 
to twenty. Some perr^anent results of Rousseati's influence: natural 
interest versus effort; conception of education as a process; the child 
the positive factor in education; the foundation of the nineteenth cen- 
tury educational development. 

Effects upon the school: in France; in England; in Germany. 

Basedow, the Philanthopinum. 

Summary. 

CHAPTER XI. 
Tvie Psychological Tendency in Education. 

General Characteristics. — The Pestalozzian movement: character 
and significance of the movement; his life and works. Influence of Pes- 
talozzi on education: the new purpose; the new meaning of education; 
means and methods; influence on the general spirit of the schoolroom. 



38 

The Herbartian movement: Its relation to Pestalozzianism; life 
and works of Herbart; Herbart's Psychology; conception and purpose 
of education; means and methods; correlation of studies; general 
method. 

The Froebellan Movement. — General characteristics; life and 
works; law of unity the basis of education; development as a process 
of education; self -activity as the method of the process. Influence of 
Froebel on educational practice: play; hand- work; nature study; the 
kindergarten. 

Effects of the Ps3^chological movement on the schools: Pestalozzian 
influence; Herbartian influence; Froebelian influence. 

Summary. 

3. (b) Reading in the Public Schools. 

CHAPTER XVI. — Articulation and Enunciation. 
The need of instruction and drill. 
Separate from reading; make brisk and brief. 
Attack one definite fault at a time. 
The value of a good model. 
Causes of faults: 

Physical and mental deafness. 

Slovenliness. 

Lisping, stammering and stuttering. 

Dentition and voice change. 
Exercises: 

Vowels and consonants. 

Breathing. 

Articulation. 
The voice. ' 

An actor's training. 

CHAPTER XVII.— The Use of the Dictionary 
When to begin. 
Children must be taught: 

Diacritical marks and exact sounds. 

Syllabication. 

How to find and pronounce words. 
Etymology. 

What the dictionary contains. 
Dictionaries. 

CHAPTER XVIII.— Literature and Reading. 
Literature is connotative. 
Appreciation precedes good reading. 
Sense images. 
Tlie study of literature must precede its oral reading. 



39 

4. Essays in Application. 

I. Introduction. The function of facts, experiences, friends, work, 

love, teaching, joy, sorrow. 

II. Process of education. 

1. It is continuous. 

2. The Greek Ideal. — The dominating thought? 

3. The Hebrew Ideal. — The dominating thought? 

4. The Anglo-Saxon. — The dominating thought? 

III. Fimction of college in education — preparatory. 

1. Most important question: How does the college prepare one 

to learn? 

2. Care for infirmities of college life. 

3. Tea.chers: the specialist; the master of the old type. 

4. Chief benefits to be derived from the education afforded by 

a good college. 

a. Power to approach and distinguish, to weigh evidence, to 
interpret facts, etc. 

b. Questions as to commercial value, etc. 

IV. Means of education. 

1. Books, events, tasks, duties, etc. 

V. Conditions necessary to education. 

1. Simplicitj^ of life: What it is not; what it is; conclusion; 
the simple life the best prize of the school of life. 

5. (a) High School Course of Study. 

If the course for high school has been completed, substitute some 
topic of local interest. 

5. (b) Elementary Course of Study. 

The studj' of the elementary course should have been completed 
by this time. See 5 (a), above. 

6. Singing. 

Same as in preceding meetings. 

7. How to Enjoy Pictures. (Three Divisions.) 

Continue the work as outlined in "Turner Picture Studies." 

8. Civil Government. 

Executive Department: 
Sixth meeting. 

Governor. 

Lieutenant Governor. 

Treasurer. 

Auditor of Public Accounts. 

Attorney Genera]. 
Seventh meeting. 

Superintendent of Public Education. 

State Board of Education. 

State Board of Pardons. 

State Board of Health. 

State Board of Charters. 



40 

9. (a) Grammar and Its Reasons. 

CHAPTBKS XXXII to XLI, Inclusive. 
Verbs and their principal parts; the two conjugations of English 
verbs; auxiliary verbs; verb phrases; the modal auxiliaries: shall and 
will, should and would; the subjunctive mood; the participles; infini- 
tives; verba'; forms of ing. 

9. (b) Nature Study and Life. 

CHAPTERS XVI, X.VII and XVIII. 
For recitation: 

I. Insectivorous animals. 

1. The common toad, 
(a) Its life story. 

(ta) Its work and value, 
(c) The biological type. 

2. Common frogs; tree frogs. 

3. Salamanders. 

II. Our common birds. 

1. Their life. 

2. Their work. 

3. Natural enemies. 

Read the following (Chapters XIX, XX, XXI) : 

I. Bird census and food chart. 

1. Interest attaching to keeping track of birds. 

2. Nest; food and food trees and plants. 

II. Practical domestication of birds depends upon: 

1. Discernment of difference between friend and foe. 

2. Sympathetic appreciation of needs. 

3. Universalizing relations between man and birds so that all 

may work in unison. 

4. Essentials of bird-life. 

(a) Food. 

(b) Water. 

(c) Home. 

(d") Susceptible to fright. 

(e) Appreciation of friendly act. 

(f) Examples of domestication. 

(gt Organized bird protection: The Audubon societies. 

5. Taming and feeding birds. 

(a) Feeding and taming go hand in hand. 

(b) Bird-foods of two classes: vegetable and animal. 

(c) The insectivorous group. 

(d) The vegetable group. 

(e) Those which eat both animal and vegetable food, 
(f") How to tame birds: old, young. 

(g) Tame birds vs. birds in captivity. 

(h) Variety of food; raising meal worms; some bird foods. 

10. Superintendent's Critique. 
See Second Meeting. 



41 

EIGHTH MEETING. 
9 to 12 m. 

1. Opening exercises (15 minutes). 

2. r (a) Grammar and Its Reasons (liigh schoo;). "I 

(b) Nature Study and Life (elementary schools). I 45 minutes 

3. How to Improve the Study Period (40 minutes). 

4. How to Enjoy Pictures (40 minutes). 

5. f (a) Round Table (fifth to eleventh grades). 1 

i (b) Lesson in Phonics (first to fourth grades).! 40 minutes 

12 to 1 p. m. — Noon Intermission. 
1 to 3:35 p. m. 

6. Singing (15 minutes). 

f (a) History of Education 1 

7. J (hig-h school and graded schools). J. 45 minutes 

(b) Reading in the Public Schools 

(primary grades and rural schools). 

8. How to Select Books for Libraries (40 minutes). 

9. Civics (40 minutes). 

10. Closing Address of Superintendent (15 minutes). 

OUTLINES FOR EIGHTH MEETING. 

1. Opening Exercises. 

Same as in previous meetings. 

2. (a) Grammar and Its Reasons. (High Schools.) 

Read: Chapters XLII to XLIX, inclusive. 

Adverbs; prepositions; conjunctions; interjections; sentences and 
clauses; phrases; abridged clauses; word order. 
Study: Chapters L to LX, inclusive. 

Good usage; idioms; impersonal verbs and sentences: had rather, 
had better, had as lief; case shifting of pronouns; words of peculiar or 
varied uses; intermediate grammatical constructions; the split infini- 
tive; disputed points in grammar; changes in the graminar of Eng- 
lish; grammatical characteristics of English. 

Part Second. — Relation -of grammar to other kinds of language 
study; relations of the study of English grammar to the study of for- 
eign grammars; place of grammar in the school-course; definitions in 
grammar; analysis and parsing; sentence diagrams and other devices; 
some words to teachers; some words to writers. 
2. (b) Nature Study and Life. 

CHAPTERS XXII, XXIII and XXIV. 
Elementary Forestry. 

Study: 
I. The culture and appreciation of trees. 
Trees common to neighborhood. 

1. Trees that ripen seeds in spring. 

2. Nut seeds that ripen in fall. 



42 

3. Seeds in fleshy fruits. 

4. Dry seeds that ripen in fall. 

5. Seeds borne in pods. 

6. Treatment and care of trees: Abuse of trees in cities; elec- 

tric and telephone wires; careless pruning, etc. 

II. Influence of forests: 

1. On soil formation. 

2. On surface waters. 

3. On climate. 

4. Forest fires. 

5. Forest resources. 
Read: 

III. Aquaria. 

1. Construction. 

2. Management. 

CHAPTERS XXV, XXVI and XXVII. 
Read carefully: 
1 Miscellaneous animals. 

1. The bat. 

2. Squirrels. 

3. Rats and mice. 

4. Turtles. 

5. Lizards. 

6. Snakes. 

7. Fishes. 

8. Bot flies. 

9. Ants — interesting- study. Why? 

(a) Different species. 

(b) "Ant cows." 

(c) Making an ant nest for study in schoolroom. 

10. Spiders: value. A lesson with the spider, or the first sus- 

pension bridge. 

11. Earthworms: characteristics. 

12. Hair worms: have you seen one? 

13. Mollusks: type forms — fresh-water clams, pond snails, gar- 

den slugs, octopus. 

II. Flowerless plants. 

1. Ferns. 

2. Mosses. 

3. Liverworts. 

4. Lichens. 

5. Algae. 

6. Fungi. 



43 

7. Mushrooms — edible; poisonous. 

(a) Puitballs. 

(b) Coral mushrooms. 

(c) Cup fungi. 

(d) Stink-horn mushrooms. 

(e) Trembling mushrooms. 

(f) Agarics. 

(g) Pore-bearing, 
(h) Boletus. 

(i) Bracket mushrooin. 
(j) Hedgehog mushrooms. 

Study thoroughly: 

8. Moulds — blue, black, white. 

9. Mildews — b:ack rust, brown rot, etc. 

10. Yeasts. 

11. Bacteria. 

(a) Which cause human diseases. 

(b) Pear blight; foul brood; symbiotic bacteria. 

(c) Intelligent cleanliness. 

(d) Ways bacteria enter the body. 

(1) air passages. 

(2) The skin. 

(3) The mouth. 

(o) Teaching cleanliness to children. 

3. How to Improve the Study Period. 

See Out;ines for One-Week Institutes. 

4. How to Enjoy Pictures. 

In three disvisions, as before. 

5. (a) Round Table. 

Sixth to eleventh grades, inclusive. 

5. (b) Lesson in Teaching Phonics. 

Continue work as outlined. 

6. Singing. 

Follow plan as outlined in previous meetings. 

7. (a) History of Education. 

CHAPTERS XII and XIII. 
The Scientific Tendency in Education. 

General Characteristics. — Culture and modern life. 

Theory of education formulated by natural scientists: Education, 
Herbert Spencer, Thomas Huxley. Science in the universities and col- 
leges, in the United States. 



44 

Science in the secondary schools, in Germany, in Eng'land, In 
America. 

Science in the elementary schools, in Germany, in England, in 
America.. 

Summary, 

CHAPTER XIII. 

The Socioloigical Tendency. 

General Characteristics. — Sociological aspects of the work of pesta- 
lozzi, Hebart and Froebel. 

Sociological aspect of the scientific movement; educational ideas of 
political leaders; education as a preparation for citizenship; p;ace of 
education in sociological theory. 

The philanthropies-religious movements for education: among the 
German people; the monitorial systems of Lancaster and Beei; the 
infant school movement; public school societies in the United States. 

Development of modern state systems of education; politico-eco- 
nomic tendency, Germany, France, England, United States. 

Early free schools in the United States; educational revival of early 
nineteenth century; modern state system of public education. 

The industrial phase of movement. 
Summary. 

Read: Chapter XIII and Review. 

Conclusion: The Present Eclectic Tendency. 

General Characteristics. — Fusion of the psychological, scientific and 
sociological tendencies; current tendencies in education; harmoniza- 
tion of interest and effort; the meaning of education; the curricu- 
lum; method; the permanent problem. 

HISTORY OF EDUCATION. 
Outline for Review. 

I. Education in its simplified forms. 
(a) Primitive peoples. 

1. Practical education. 

2. Theoretical education. 

3. Animism and its influence on education. 

II. China as a type of Oriental education. 

(The second stage in educational development.) 
1. General characteristics: imitative, suppression of individ- 
uality; memory. 



45 

2. Chinese education. 

a. Reading. 

b. Writing-. 

c. Mastery of literature. 

d. Literary composition. 

e. System of schools. 

f. Examinations. 

Hindu education; Jewish education. 

III. Liberal education. 

1. The Greeks: significance of education; chief characteristics. 

2. Periods of Greek education. 

(1) Homeric period: Homeric ideals. 

(2) Greek education (historic period). 

a. Spartan education. 

b. Athenian education. 

(3) The new Greek education (transitional period). 

(4) Cosmopolitan period. 

IV. Education as training for practical life. 

1. The Romans: characteristics of education. 

(a) The home. 

(b) Biography. 

(c) Imitation as method. 

2. Periods of Roman education. 
(1) Early period. 

.(2) Period of introduction of Greek schools. 

(3) Imperial period. 

(4) Period of decline. 

V. Education as discipline. 

The middle ages and significance of mediaeval education. 

1. Early Christian education — the new ideal. 

2. Monastic education — moral discipline. 

3. The Carolingian revival of learning. . 

(a) Charles the Great. 

(b) Alcuin, etc. 

4. Scholasticism — intellectual discipline. 

5. The universities. 

6. Chivalric education; social discipline. 

7. The renaissance of the thirteenth century. 

(a) Mendicant friars. 

(b) Saracen leavening: influence of. 

(c) New types of schoo's. 

VI. The Renaissance and humanistic education. 
(a) Renaissance. 

1. The Renaissance in Italy. 

2. In northern Europe. 



46 

3. Educational meaning of Renaissance. 
(b) Types of humanistic schools. 

Universities; gymnasium; English public schui.!-;; <• iloniai 
grammar schools; Jesuit schools. 

VII. The Reformation and Counter-Reformation. 

1. What the Reformation was. 

(a) Influence on education. 

(b) Luther, Melancthon, the Jesuits. 

2. Elementary education. 

(a) In Protestant countries. 

(b) In Catholic countries. 

VIII. Realistic education. 

1. Humanistic realism. 

2. Social realism. 

3. Sense realism. 

IX. Education as discipline. 

1. Strength and weakness of the theory. 

2. John Locke. 

(a) Physical education. 

(b) Moral education. 

(c) Intellectual education. 

(d) Other classifications. 

X. The naturalistic tendency. 

1. Its relation to previous movements. 

2. Its relation to the times. 

3. Jean Jacqiies Rousseau. 

(a) "Natural states." 

(b) Education according to the "Emile." 

1. Three-fold meaning of nature in the "'Emile." 

(c) Permanent results of Rousseau's influence. 

XL The psychological tendency in education. 

1.^ Pesta'ozzi: his life and works; his influence. 

2. Herbart: his life and works; his influence. 

3. Froebel: his life and works; his influence. 

XII. Scientiflc tendency in education. 

1. General characteristics. 

2. Herbert Spencer. 

3. Thomas Huxley. 

XIII. The sociological tendency. 

1. General characteristics. 

2. Sociological aspect of psychological movement. 

3. Sociological aspect of scientiflc movement. 

4. Ideas of political leaders. 

5. Education as preparation for citizenship. 

6. Modern state systems of education. 



47 

XIV. The eclectic tendency of the present time. 

1. General characteristics. 

2. Fusion of tendencies: psychological, scientific, sociological. 

3. Harmonization of interest and effort. 

4. The meaning of education. 

5. Curriculum; method. 

6. The permanent problem. 

. (b) Reading in the Public Schools. 
Study: Chapters XXI, XXII and XXV. 
Read : Chapters XIX, XX, XIII and XIV. 

Chapter XIX. — Sight Reading. 

The difiicultj^ of sight reading 
Movements of ej'-e precede the voice. 

Suggestions: : Practice material should be easj^; speed is to be 
developed; the reading is to be thoughtful. 

Chapter XX. — Silept Reading. 
Silent reading defined. 

Its essential difference from other reading; its importance. 
Variations in pace; effect. 
Causes of bad habits: Continued. 

A wrong idea of what reading is; dawd:ing; indirect reading. 
Suggestions: 

Practice both kinds of reading. 

Inhibit finger pointing. 

"Good will, concentration, and the habit of dispatch." 

Good physical position. 
Class exercises. 
Chapter XXI. — Synopses. 

The importance of the power to summarize. 

Forms of synopsis in four types of discourse. 

An illustration. 

The direction of criticism. 

The power to make synopsis is, after all, merely the power to 

read. 

Chapter XXII. — The Assignment. 

Immediate purpose to save recitation time. 

Ultimate purpose to encourage growth toward independence and 

initiative. 
Some suggestions for making good assignments. 
Characteristics of a good assignment. 

Single in aim. 

Stimulating and time-saving. 

Definite. 

Progressive in difficulty. 



48 

Reasonable. 

Adapted to the class and lesson. 
Test of an assignment is the interest aroused. 
Spelling and reading. 
Time of the assignment. 
Importance. 

Chapter XXIII. — Dramatics. 

Dramatic reading should be continued. 

Its advantages. 
Interpretative reading better than imitative. 
Justification of dramatic reading. 
Qualities of a good play for school presentation. 
The voice; acting; stage pictures. 
A selected list of good plays for schools. 

Chapter XXIV. — Memory Work. 
The memory now tenacious. 
The need of review. 
Selections for memorizing. 

Chapter XXV. — The Direction of Private Reading. 
Curve of the "reading craze." 

The pubescent period and its need of direction. 
Requisites of wise direction. 
What children like to read. 
How to substitute better books. 
The recitation on private reading. 
A suggested list of books for securing a boy's interest. 

8. How to Select Books for the Library. 

See Outline for One -Week Institute. 

9. Civics. 

See Outline for Sixth Meeting. 

10. Closing Address by the Superintendent. 

Any remarks suggested to the superintendent by the work of the 
Parish Institute for the year would be appropriate here. 



